Potential Action Plan

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HOME | ACTION PLAN | EDUCATION PLANNING | NUTRITION IN GUATEMALA | STAKEHOLDERS ANALYSIS | PROPOSED NEEDSSUSTAINABLE AGRICULTURE | COLD CLIMATE FRUIT TREES | STRAWBERRY PRODUCTION | PLANT GROWTH REGULATORS
Preliminary Action Plan

Phase 1 - Building Partnerships


  • Explore the possibility of this project continuing during UNIV 392
    • Involve other Cal Poly students from different fields of study
    • Develop fruit leather recipe & production methods
    • Work with Pacheco Elementary to begin cultivating their school garden as a sister garden
    • Learn more about San Pablo, the people of the community, and their lives and share that with the Pacheco students as their school garden is being developed

  • Establish relationship with teachers, students and parents at Pacheco Elementary in order to research the viability of a sister garden in San Luis Obispo

  • Continue research and writing of a nutrition education curriculum for the school
    • Use UN FAO tripartite approach as a model and FAO publication "Nutrition Education in Primary" Schools as a guide
    • Encourage teachers in San Pablo to guide curriculum development
    • Test curriculum with students at Pacheco Elementary

  • Build relationships and establish trust with the San Pablo community
    • Continue communication with Las Mujeres
    • Reach out to San Pablo school and investigate integration of community garden and fruit leather production into saturday apprenticeships
    • Reach out to all the stakeholder’s within the community that would be affected by this project: Men and Women, Young and Old, Farmers, Teachers, Parents
    • Involve the community in the design process:
      • Ask for their opinion of the current plan
      • Ask what could make it better, and
      • How could this plan best serve them or do they have a better alternative
    • Assemble a committee within San Pablo of people that are interested and willing to participate and share responsibility for the garden and test plot (or alternate plan as defined by the community)



Phase 2 - Site Evaluations


  • Visit San Pablo through the Guateca program
    • Establish what is already working for the community
      • Are there areas of nutrient availability, food security, agriculture, etc. in which they fare better than other rural villagers in Guatemala?
    • Research various local factors that could affect the overall plan (soil quality, pests, dietary intake, nutrient deficiencies, availability of tools, supplies, ingredients, etc.)
      • Communicate with the locals, and
      • Run tests/experiments
    • Visit potential sites for “test plot” and asses for suitability (arable, affordable, accessible, etc.)

  • Continue research on suitable fruits for the cold, high elevation climate of San Pablo
    • Ask the people of San Pablo if they have any ideas of fruits they would like to try growing (particularly fruits from local markets that we may not be aware of)
    • Provide them with examples of suitable crops based on our research
    • Conduct soil testing and research pests, climate and other growing conditions
    • Research agricultural methods that would be effective, sustainable and accepted by the villagers of San Pablo

  • Find sources for seeds and/or saplings and supplies that are economically viable
    • Aim local for continued availability, decreased transportation cost, supporting the Guatemalan economy, and lower environmental impact

  • Perform dietary analysis and anthropometric and biochemical testing for specific nutrient deficiencies and complications
    • Dietary analysis
      • 24 hour food recall to assess for missing nutrients
    • Anthropometric
      • Height for age (stunting)
      • Weight for height (under- or overweight)
      • Arm circumference and Triceps skinfold thickness (muscle to adipose ratio)
    • Biochemical
      • Fasting blood glucose
      • Serum iron
      • Serum lipids
      • Specific vitamin and mineral tests dependent on intake

  • Modify fruit leather recipe to accommodate the level of cooking technology and available resources in San Pablo.
    • Research addition of nutrient supplements based on specific deficiencies if they exist
    • Involve the garden committee and any other interested parties and seek their input
    • Provide samples of fruit leather to community members and ask for their feedback



  • Evaluate the plan based on new information gathered through research and discussion with locals
    • Local committee must be responsible for this stage of evaluation in order to create sustainable and lasting solution. Americans serve only as advisors and consultants.
    • Existing plan can serve as a framework and basis for the final plan, but the final design must be based on the needs and desires of the San Pablo community.
    • Stress and support self-development through educational programs




Phase 3 - Implementation

(May differ if plan evolves through community input)


  • Obtain funding to begin implementation (grant, micro finance, charitable contributions)
    • Purchase necessary supplies (see proposed needs)
    • Hire administrators to oversee the various aspects of the program
    • Print program materials

  • Develop test plot in San Pablo and begin cultivation of various types of fruits
    • Work with the citizens of San Pablo so they feel accountable and involved with the project
    • Encourage farmers to try new crops and sustainable practices without the consequence of failure of their own cash crops
    • Determine which fruit crops are viable in this region


  • Expand existing greenhouse as necessary or alternatively build high tunnels
    • Extend growing season for existing fruit and vegetable crops
    • Test cultivation of crops previously not suited to the climate

  • Introduce Educational curricula in schools, the community, and Saturday apprenticeships
    • Nutrition education in classrooms, in community kitchens, and in the garden and greenhouse
    • Agriculture education primarily in the garden and greenhouse - hands on learning
    • Saturday apprenticeships in sustainable agriculture, cooking nutritious foods, and fruit leather production
    • Integration of fruit cultivation and fruit leather production into the school curricula

  • Increase cultivation of those fruits that thrive and are accepted by the local community and the consumers at markets in Tacana and elsewhere
    • Establish income from sale of excess fruit to continue funding the programs

  • Increase production of fruit leather as a business
    • Use newly established fruit crop
    • Establish income from sale of excess fruit leather to surrounding communities
    • Implement the consumption of fruit leather into the schools snack time



Follow Up and Evolution


  • Research change in intake and nutrient status with introduction of fruit and fruit leather
  • Determine whether the steps taken in San Pablo could have benefits for villagers in other rural areas for Guatemala.
    • How could the people of San Pablo export their successes to others?
    • Could we assist interested individuals in obtaining grant funding or foundation of a non-profit organization for that purpose?